WEST LIBERTY, W.Va. — West Liberty University’s Reading Program, led by Dr. Angela Curfman, recently concluded a semester-long Pen Pal Collaborative Writing Partnership with Mrs. Olivia Beihl’s fifth-grade class at Madison Elementary School in Wheeling, W.Va. The initiative connected WLU preservice teachers (PSTs) with young writers through authentic, multimodal letter exchanges designed to strengthen reading, writing, and critical thinking skills.
“I love this partnership between my READ preservice teachers and a local fifth-grade class at Madison Elementary,” said Curfman. “In Week 14, we wrapped up a transformational semester of collaboration with our pen pals’ first in-person meetup and multimodal writing showcase. Throughout the partnership, students exchanged letters exploring digital, visual, critical, and disciplinary literacies, while building real relationships through authentic ‘snail mail’ communication.”
WLU preservice teacher Jadyn Parker shared that the project created excitement and connection for everyone involved.
“Participating in the pen pal project was an awesome experience for both of us as college students and the fifth graders at Madison Elementary,” Parker said. “It showed all of us that learning can be engaging, personal, and incredibly creative. Each week, receiving a new letter brought so much anticipation and excitement. It became something we all genuinely looked forward to.”
The partnership concluded with “Our Voices, Our Stories: A Literacy Showcase,” a culminating event that celebrated students’ creativity and growth as they composed, published, and presented original reflective multimodal texts. These projects blended writing, art, design, digital elements, and personal storytelling. The initiative was supported by the WLU Aspire Fund, which provides funding for experiential learning opportunities.
The project also aligns with ongoing research conducted by Curfman and Morewood (2025), which examined how pen pal–based tutoring partnerships influence expectations, engagement, and literacy development. Findings from the study indicate that:
• Authentic writing tasks increase student motivation and literacy engagement
• Preservice teachers grow in their ability to use authentic student work to plan individualized instruction, shifting from a test-preparation mindset to more meaningful, student-centered literacy practices
• Relationships are central to literacy success, with both PSTs and students citing connection, confidence, and engagement as key outcomes
• Multimodal literacy tasks support deeper comprehension and expression across cognitive and affective domains
These findings highlight the value of authentic, relational, and multimodal literacy experiences for both preservice teachers and young learners.
The Pen Pal Collaborative Writing Project demonstrates the strength of school–university partnerships in supporting literacy development. By combining authentic exchange, disciplinary literacy practices, and research-based instruction, the collaboration serves as a model for meaningful, community-centered engagement.
West Liberty University blends a small-town environment with a comprehensive college experience, fostering students’ aspirations through hands-on learning, personalized support, and unique academic programs at both undergraduate and graduate levels. To apply or learn more about West Liberty University, visit westliberty.edu.
Media Contact:
Rhone Thrash
West Liberty University
rhone.thrash@westliberty.edu
